RyE School

This station’s primary objective is to explain the name of the RyE School and the philosophy behind this way of thinking. The school aims to assist students in making meaningful decisions for their lives and current circumstances. The “R” in Resources represents how the “S” in Station proposes and facilitates access to the necessary resources for learning and improving decision-making processes. Both the resources and spaces created by the station focus on transforming the student’s time and energy into meaningful experiences that help them decide and build their life.

The ultimate goal of the RyE School is to be a positive influence that facilitates these processes of decision-making and learning by providing resources, time, and spaces tailored to the student’s needs at the most opportune moments for them (emphasizing that these moments must align with the student’s readiness, not the school’s or the tutor’s).

It is essential to recognize that every individual learns and develops uniquely. Throughout history, educational processes have predominantly promoted the idea of education as a legacy—that is, the teacher’s or author’s way of thinking is passed on to the student because the educator has validated their thoughts as “correct” or “beneficial.” While well-intentioned, this approach is problematic, particularly in our modern society, which is characterized by rapid and constant change. Today, we have access to tools for thinking that evolve at an unprecedented pace in human history.

The belief that a thought is universally correct or beneficial involves many variables that condition its validity or its capacity to generate positive outcomes. For instance, the context in which knowledge is acquired and the context in which it is applied are crucial (this invites reflection on the concept of "what is good and what is bad"). The human mind’s tendency to categorize reality in dualities severely limits our ability to understand and apply what we learn. Something can be true but may not necessarily produce the desired outcome in every situation. Attempting to control outcomes based on “truth” or “falsehood” requires excessive effort, often leading to stress and suboptimal results.

Thus, a new and different school cannot base its approach on achieving goals or progress through axioms of truth or falsehood. This approach demands significant time and energy, with no guarantee of desirable outcomes.

Instead, we must focus on creating experiences that enable students to make specific decisions based on the context of the present moment. This involves analyzing and gathering relevant data in the now, under the premise that we can always be mistaken. The greatest virtue in this process is maintaining flexibility throughout, both in the journey and in the outcomes achieved.

The RyE School’s mission is rooted in opening spaces of place, time, and energy that enable each student to make healthy decisions aligned with their resources and current circumstances. Based on these principles, the RyE School does not promote the figure of a teacher or educator as the sole bearer of truth. Nor does it suggest that an author or group of authors holds all the correct knowledge. Truth belongs to the student, who validates data as true for themselves and their decisions in the present moment, within the stations of the RyE School. Although the school and its stations are not the determining factors of this truth, they aim to be a genuine support that facilitates the student’s creative and personal process.

Finally, the reflection on “the fourth day” is an essential part of this school and its stations. This idea originates from a traditional practice in some Catholic schools or churches, where spiritual retreats are held for teenagers. During these retreats, participants step away from their daily routines and family environments to reflect with new spiritual thoughts inspired by God. At the end of the third day, students are invited to engage in personal communication with God, without tutors or guides, trusting in their hearts and their relationship with the Creator. They are taught that God asks for nothing in return and that His help is unlimited and available at any time.

This reflection is deeply connected to the concept of “free will,” regarded as God’s greatest gift to humanity and the purest expression of His love. Many spiritual traditions refer to this love as “unconditional love,” “love consciousness,” or simply “love.” This principle also inspires the RyE School’s approach, which seeks to empower each student to make free and conscious decisions, always in harmony with their own being.

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